MOTA, Wanubya de Souza.
Resumo:
This Course Completion Work (TCC) aimed to investigate the increase or not in school dropout
rates in Youth and Adult Education (EJA) after the return of face-to-face classes. This was an
exploratory, descriptive study with a qualitative and quantitative approach, carried out in a
municipal school in the city of Cajazeiras. The data collection instrument was a report with the
number of students who enrolled before, during and after the pandemic, as well as a structured
interview with 05 teachers who worked in EJA classrooms during the pandemic period,
addressing the issues guided by the proposed objectives. To analyze the data, the content
analysis technique proposed by Bardin (2020) was used. The theoretical reflections are
anchored in Ribeiro (2013), Gomes; Garcia (2014), Melo; Araújo (2015), Geovanetti (2005),
Arroyo (2001), Leite (2013), Paiva (2003), Germano (1994), Brandão (2002), Brasil (1988),
Freire (2000), Néspoli (2013), Maciel (2011), Lourenço; Fernandes (2015), among others.
Thus, it was possible to verify that before the pandemic took hold in Brazil in 2017, 2018 and
2019, there was already a considerable number of students who dropped out of EJA and that in
2020 and 2021, the period in which face-to-face classes were suspended and replaced by online
classes, the number of students dropping out of EJA decreased drastically with 01 and 03
students dropping out, but in subsequent years, 2022 and 2023, with the return of face-to-face
classes, the number of students dropping out of EJA, rose considerably again. Finally, based
on the documents presented, we concluded that the Covid-19 pandemic did not worsen the
school dropout situation at EJA, as it remained at the same standards before, during and after
the pandemic period.